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A HOLISTIC APPROACHFOR CLASSROOM TEACHERS

CT Education AssociationProfessional Practice, Policy, & ResearchFall 2014

Teacher Evaluation Guidelines Performance Evaluation Designators

Exemplary – Substantially exceeding indicators of performance

Proficient – Meeting indicators of performance

Developing – Meeting some indicators of performance but not others

Below Standard – Not meeting indicators of performance

“Performance” : Progress as defined by specified indicatorsword origin : 1600 c. – growth, development, advancement to higher stages

Guidelines requirements…..

1-4 goals OR 1 goal (flex option) Use of multiple indicators

No single isolated standardized test score as indicator Use of standardized tests requires use of aligned interim

assessments Must use at least 1 non-standardized indicator

Take into account student needs, control factors, teacher responsibilities & experience

Align with district & school goals Address most important purpose of teacher’s role Mutual agreement on goal(s) and indicators

What guides writing of student goals& selection of indicators?

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Teacher Evaluation Guidelines…..

Section 4: Core Requirements for the Evaluation of Student and Educator Support Specialists

Based on students or caseload specialist is responsible for

Flexibility in measuring student growth

Observations done in appropriate venues

Section 2.9 : Flexibility Components

1 goal/ objective for student growth

“For any teacher whose primary responsibility is not the direct instruction of students, the mutually agreed upon goal/objective and indicators shall be based on the assigned role of the teacher.”


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Best practice would say……Educators who provide direct instruction …… classroom teachers who teach content area subjects (e.g., grade 4, MS math, HS business)

or direct support to students, …….. Support specialists who work with students on a continuing basis (special ed teachers, guidance counselors)

and educators whose role is to provide support to the educational program, …….. Educators who work primarily with teachers or who don’t work with either students or teachers regularly, but who work under a teaching certificate (e.g., coaches, curriculum specialists, teacher on special assignment)

will write goals that reflect the direct instruction or support, as allowed by their area of certification. ….. Goals must pertain to what the teacher actually does, and can’t be something that doesn’t fall under their area of certification

Indicators used to show growth in connection with those goals must directly align with the educator’s role and area of certification….. The indicators for success also have to pertain to what the teacher does and can’t be something that doesn’t fall under their area of certification

What does this language mean?

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Flexibility in…..

What ‘growth over time’ target is – no requirement to use percentages (e.g., “80% of students will score X on Y”)

Number of students that ‘fall under’ goal and/or indicators

How ‘success’ rating is determined – no requirement to ‘score’ goals based on percentage or definitions for 4

categories shown in SEED

Holistic vs. mathematical formula to view growth over time

Use of both qualitative & quantitative data

What guides writing of student goals&selection of indicators?

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Determine student / teacher need that teacher / specialist would serve

Determine target for student / teacher growth connected to need that teacher / specialist would serve

Determine what actions teacher / specialist would take to provide service to student or teacher

Use rubric specifically designed to describe teacher / specialist levels of performance in service delivery

Gather evidence of actions teacher / specialist took and how that connects to target for student / teacher growth

Same basic process for classroom teachers & specialists…..

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What’s the difference between quantitative & qualitative data?

Quantitative data Uses numerical values as targets for growth Compares performance to a fixed scale Same scale applies to all students in the same way Same format used for all students Data usually gathered as pre- and post-assessment (test)

Qualitative data Uses descriptors of work as targets for growth Compares performance to a continuum of performance Continuum can easily be adjusted based on student needs Can be used with different formats for student work Data usually gathered at several points in the year Analysis of student work allows teacher to see specific nuances of

growth

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What makes a holistic approach valuable?

District can use common quality work rubric – focused on skills - across grade levels & content areas

Examines work through a lens of quality

Focus on how work ‘looks’ when skills are applied

Uses a variety of types of work that focus on same skills

Levels of proficiency described through words, not numerical score

Allows for work to fall ‘in between’ two levels

All work ultimately examined collectively to determine the ‘big picture’

‘Big picture’ looks for growth in student performance over time

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What is a Quality Student Work Rubric? Contains elements that describe high quality work; e.g.:

Content Organization & clarity Vocabulary appropriate to the subject area Spelling & grammar Calculations Research or resources Analysis, synthesis, or evaluation Problem solving Effort

Elements focus on student skills

Not all elements have to be used

4 levels of student performance described

Can be customized for each student assignment

Can be used when writing student goals & selecting IAGDs to showstudent growth by connecting skills and content

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Quality Student Work Rubric All Elements might not be used for every piece of student work

Element Below Basic Basic Proficient Advanced

Content Main idea is not clear and/or details concerning the content or learning objective are not related to the topic or are nonexistent.

Main idea is clear. Student provides the minimal amount of content required by assignment, explaining the concept(s) in his or her own words (comprehension level ala Bloom). Content used is accurate as it relates to the learning objective.

Main idea is clear. Student provides details about the topic that show s/he can apply and analyze the concepts accurately, using the details to support his/her topic or thesis (application & analysis levels ala Bloom).

Main idea is clear. Student provides details about the topic that exceed what is required by the assignment or learning objective to make connections among relevant concepts (synthesis and/or evaluation level ala Bloom). The student provides more than one perspective.

Organization and Clarity

The lack of organization distorts or obscures the main idea. The format is inappropriate for the learning objective. The order is illogical. The student does not make a point related to the learning objective.

Poorly organized, although the format may be appropriate for the learning objective. The order is confusing in places. The student has difficulty in addressing his/her point.

Generally well organized, with a few minor problems and presented in a format appropriate for the learning objective. The student makes his/her point.

Well-organized and presented in a format appropriate for the learning objective. The order is logical and the student clearly and succinctly gets his/her point across.

Vocabulary appropriate to subject area

Awkward phrasing and inappropriate vocabulary are used and hinder the understanding of the student work.

Weak phrasing and Inadequate vocabulary are used, and detract from the student work.

Phrasing and appropriate vocabulary are used and contribute to the clarity of the student work.

Skilled phrasing and appropriate vocabulary enhance the student work and contribute to clarity of the student work.

Spelling and Grammar

Numerous errors in grammar, spelling, and punctuation seriously distort meaning and hinder communication.

Several errors in grammar, spelling, and punctuation hamper meaning or hinder communication.

Occasional errors in grammar, spelling, and punctuation do not distort meaning nor hinder communication.

No mechanical errors; spelling and punctuation are correct.

SAMPLE

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Calculations No calculations or calculations are inaccurate.

Many calculations are inaccurate.

Calculations may contain few errors.

All calculations are done completely and accurately.

Research or sources

Necessary documentation is missing. No sources are used.

Errors in documentation occur. Few sources are used and evidence is not accurately stated.

Documentation is correct. Students provide accurate and appropriate evidence from most sources.

Students provide multiple sources and document each correctly. Students provide accurate and appropriate evidence from all sources.

Presentation None, or one example, strategy, or illustration is used. Examples, strategies, or illustrations that relate to content are not shown.

The examples, strategies, or illustrations used relate to the learning objective.

Examples, strategies, or illustrations are used and demonstrate the student’s ability to apply skills and/or concepts to the learning objective.

Examples, strategies, or illustrations enhance student work and demonstrates the student’s ability to make connections beyond the learning objective.

Analysis, synthesis or evaluation

The student recalls and states given information but cannot explain it in his/her own words.

The student restates the information in his/her own words and may attempt to apply some of the information to a situation.

The student compares and contrasts information and evaluates the information with accuracy.

The student thoroughly analyzes and synthesizes information and evaluates material with insight and accuracy.

Problem Solving

Has a vague understanding of the problem, uses a strategy or approach that does not match the problem, and the solution is inaccurate.

Has difficulty defining the problem, uses only one strategy for solving the problem and the solution is not clear.

Defines the problem, selects multiple approaches for solving the problem of which not all apply. The solution is correct, but is not clearly explained.

Clearly defines the problem, selects multiple approaches for solving the problem, and the solution and all relevant work is correct.

Effort Does not fulfill the minimum requirements of the assignment nor provide evidence of thoughtful input.

Fulfills the minimum requirements of the assignment but does not show evidence of thoughtful input.

Fulfills the minimum requirements of the assignment and demonstrates some thoughtful input.

Exceeds the minimum requirements of the assignment and demonstrates thoughtful input.

Quality Student Work Rubric All Elements might not be used for every piece of student workSAMPLE

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Teacher Student Goal - QNT Indicators - QNT

Grade 6 Social Studies

Classroom teacher

Students will produce effective and well-grounded writing for a range of purposes and audiences.

By May 15: 1. Students who scored a 0-1 out of 12 on the pre-

assessment will score 6 or better. 2. Students who scored a 2-4 will score 8 or better. 3. Students who scored 5-6 will score 9 or better. 4. Students who scored 7 will score 10 or better.

Teacher Student Goal - QL Indicators - QL

Grade 7

Social Studies

Classroom teacher

(student goal is both content- and skill- specific) Students will be able to use supporting details to explain their position on what ‘independence’ means to an individual, a community, and a country.

Students will show growth in the quality of 5-6 pieces of work done over time, in 5 selected categories (content; organization & clarity; vocabulary; research or resources; and analysis, synthesis, & evaluation) on the district-wide Quality Student Work Rubric (QSWR).

Student Goals & Indicators : Qualitative & Holistic


Grade 9 ELA

Classroom teacher

Students will be able to write arguments to support claims with clear reasons and relevant evidence, including the acknowledgement of opposing claims, references to credible sources, a concluding statement, and a formal style.

By June 1: 1. 27 students who scored 50-70 on the pre-test will increase scores by 18 points on the post test. 2. 40 students who score 30-49 will increase by 15 points. 3. 10 students who scored 0-29 will increase by 10 points.

Teacher Student Goal - QL Indicators - QLGrade 9 ELA

Classroom teacher

Students will be able to make arguments to support claims with clear reasons and relevant evidence, including the acknowledgement of opposing claims, references to credible sources, a concluding statement, and a formal style.

IAGD : Over the course of the year, students will complete 6 argumentative assignments based on text read. Students will use both written and oral modes, and have a choice of format for each assignment. Students will show growth in the quality of their work vis-à-vis the categories of content; organization & clarity; presentation, analysis, synthesis, & evaluation; and effort on the district-wide Quality Student Work Rubric (QSWR).

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Grade 11 Algebra 2

Classroom teacher

Students will be able to analyze complex, real-world scenarios using mathematical models to interpret and solve problems.

By May 15, 80% of Algebra 2 students will score an 85 or better on a district Algebra 2 math benchmark.


Grade 9 / 10 Algebra 1

Classroom teacher

(Student goal is both content- and skill- specific) Students will be able to apply a system of equations to solve real-world problems.

Students will show growth in the quality of 4 - 5 pieces of work done over time, in the categories of vocabulary; calculations; analysis, synthesis, & evaluation; problem solving; and effort on the district-wide Quality Student Work Rubric (QSWR).


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How can students show improvement throughquality of work done over time?

Example 1 – 7th grade social studies (87 students)

Student goal : Students will be able to use supporting details to explain their position on what ‘independence’ means to an individual, a community, and a country.

IAGDs : Students will show growth in the quality of 5-6 pieces of work done over time, as compared to 5 selected categories (content; organization & clarity; vocabulary; presentation; and analysis, synthesis, evaluation) on the district-wide Quality Student Work Rubric (QSWR).

How would use of the QSWR look for this student goal and IAGD?

sample

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Using the QSWR – Sample 1

Assignment 1 : Describe 2-3 things a colonist was free to do, and 2-3 things a colonist wasn't free to do, in one of the 13 colonies, between the time the Declaration of Independence was signed, and the end of the Revolutionary War, that would show he was an independent citizen. For each of the colonist's freedoms, explain how it affected his or her life.

Type of work to choose from : oral or written

Format : written – essay oral (choose one)

(1) 'colonist' being interviewed by the local community newsletter editor

(2) colonist 'thinking aloud about his life in the colonies

(3) another student choice, as approved by the teacher

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Student lists only one freedom, lists the same freedom more than once, but using different words, or lists things that weren’t freedoms at all.


Student explains, in his or her own words, the freedoms a colonist had or didn't have. The details about those freedoms are accurate.


Student describes freedoms colonist had/didn't have, explains what the concept behind each freedom means. then gives a specific, concrete example of how having or not having a specific freedom affected the colonist.


Student describes freedoms colonist had/didn't have, explains what each freedom means, and describes how these freedoms might have connected to each other.



What student lists and/or describes are not freedoms that were important prior to and during the Rev. War. Details given don't support what the student lists as freedoms.


Student jumps back and forth between freedoms described and details about each, making it difficult to understand what details apply to what freedoms.

Generally well organized, with a few minor problems and presented in a format appropriate for the learning objective. The student makes his/her point. Student has facts and examples included, but in one or two areas there is a problem with sequence, an overlap that may cause minor confusion, or use of language that may cause minor confusion.


All facts and examples are given in a sequence that shows how one freedom affected another, or how perspectives were clearly different; language used makes explanations clear.

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Student doesn't use vocabulary pertaining to the revolutionary war, or freedoms, appropriately. The wording used to list freedoms or give details show that the student doesn't understand the concept.


Student uses, or attempts to use, vocabulary pertaining to the revolutionary war and freedoms, but can do so only to give an explanation in his/her own words. Lack of appropriate vocabulary use results in details being 'shallow.'


Student chooses words that clearly describe the freedoms s/he selects and gives examples of. Examples are clear because of the wording and phrasing used.


Student chooses words that clearly describe the freedoms s/he selects and gives examples of. The phrasing used makes the examples 'come alive.'


The student gives few or no examples or details about how the freedoms the colonist had affected his or her life, or details given don't relate to the colonist's freedoms.


The examples or explanations of how the colonist's freedoms affected his/her life are more a re-wording of the freedom than a concrete example.


For each freedom the student describes, s/he gives a specific, concrete example of how having or not having that freedom affected the colonist.


Student gives concrete examples to describe one of three things: (1) how the freedoms a colonist had or didn't have interacted or 'mixed' to affect his/her life; (2) how having or not having certain freedoms were viewed from different perspectives; or (3) how the colonist's freedoms compare to the freedoms we have today.


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The freedoms the student lists are worded exactly as in notes given. The student can't explain how those freedoms affected the colonist's life.


The student attempts to explain how a colonist's freedoms affected his/her life, but is not successful in making those clear connections.


When the student gives examples of the freedoms a colonist had, s/he talks about how the freedoms compare to each other, may express his/her own opinion about them, and does so with a rationale that is supported by details given.


When the student gives examples as described above, s/he clearly explains why these freedoms were important.


How much data would a teacher collect for evaluation purposes?

Does data need to be collected for all students?

Representative sample of all students for whom student goal applies (5-6 students should be sufficient)

Students with a range of abilities

5-6 pieces of student work spread over the course of school year

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Student lists only one freedom, lists the same freedom more than once, but using different words, or lists things that weren’t freedoms at all.


Student explains, in his or her own words, the freedoms a colonist had or didn't have. The details about those freedoms are accurate.


Student describes freedoms colonist had/didn't have, explains what the concept behind each freedom means. then gives a specific, concrete example of how having or not having a specific freedom affected the colonist.


Student describes freedoms colonist had/didn't have, explains what each freedom means, and describes how these freedoms might have connected to each other.



What student lists and/or describes are not freedoms that were important prior to and during the Rev. War. Details given don't support what the student lists as freedoms.


Student jumps back and forth between freedoms described and details about each, making it difficult to understand what details apply to what freedoms.

Generally well organized, with a few minor problems and presented in a format appropriate for the learning objective. The student makes his/her point. Student has facts and examples included, but in one or two areas there is a problem with sequence, an overlap that may cause minor confusion, or use of language that may cause minor confusion.


All facts and examples are given in a sequence that shows how one freedom affected another, or how perspectives were clearly different; language used makes explanations clear.

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Sample 1

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Student doesn't use vocabulary pertaining to the revolutionary war, or freedoms, appropriately. The wording used to list freedoms or give details show that the student doesn't understand the concept.


Student uses, or attempts to use, vocabulary pertaining to the revolutionary war and freedoms, but can do so only to give an explanation in his/her own words. Lack of appropriate vocabulary use results in details being 'shallow.'


Student chooses words that clearly describe the freedoms s/he selects and gives examples of. Examples are clear because of the wording and phrasing used.


Student chooses words that clearly describe the freedoms s/he selects and gives examples of. The phrasing used makes the examples 'come alive.'


The student gives few or no examples or details about how the freedoms the colonist had affected his or her life, or details given don't relate to the colonist's freedoms.


The examples or explanations of how the colonist's freedoms affected his/her life are more a re-wording of the freedom than a concrete example.


For each freedom the student describes, s/he gives a specific, concrete example of how having or not having that freedom affected the colonist.


Student gives concrete examples to describe one of three things: (1) how the freedoms a colonist had or didn't have interacted or 'mixed' to affect his/her life; (2) how having or not having certain freedoms were viewed from different perspectives; or (3) how the colonist's freedoms compare to the freedoms we have today.


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Work shows some of each; is inconsistent, but he’s trying.

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The freedoms the student lists are worded exactly as in notes given. The student can't explain how those freedoms affected the colonist's life.


The student attempts to explain how a colonist's freedoms affected his/her life, but is not successful in making those clear connections.


When the student gives examples of the freedoms a colonist had, s/he talks about how the freedoms compare to each other, may express his/her own opinion about them, and does so with a rationale that is supported by details given.


When the student gives examples as described above, s/he clearly explains why these freedoms were important.

Quality Student Work Rubric All Elements might not be used for every piece of student workSample 1

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How much data would a teacher collect for evaluation purposes?

Does data need to be collected for all students?

Representative sample of all students for whom student goal applies (5-6 students should be sufficient)

Students with a range of abilities

5-6 pieces of student work spread over the course of school year

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How can students show improvement throughquality of work done over time?

Example 2 – Algebra I : Problem Solving (87 students)

Student goal : Students will be able to apply a system of equations in real world situations.

IAGDs : Students will show growth in the quality of 5-6 pieces of work done over time, in 5 of the selected areas of vocabulary; calculations; analysis, synthesis, & evaluation; problem solving; and effort on the district-wide Quality Student Work Rubric (QSWR).

How would use of the QSWR look for this student goal and IAGD?

Sample 2

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The students followed the format of the samples in the individual work and used appropriate vocabulary.


Calculations No calculations or calculations are inaccurate.

Many calculations are inaccurate.

Students made errors in the solution to the first problem.

Calculations may contain few errors.

All calculations are done completely and accurately.



The students stated the answer to the equations but did not apply the answers to a new situation.The students could not use their own words in creating the problems. The students used a sample from the individual work and changed one or two words.




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Sample 2

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Problem Solving

Has a vague understanding of the problem, uses a strategy or approach that does not match the problem, and the solution is inaccurate.

The students changed the words in sample problems. They did show an understanding of the process.

Has difficulty defining the problem, uses only one strategy for solving the problem and the solution is not clear.

Defines the problem, selects multiple approaches for solving the problem of which not all apply. The solution is correct, but is not clearly explained.

Clearly defines the problem, selects multiple approaches for solving the problem, and the solution and all relevant work is correct.

Effort Does not fulfill the minimum requirements of the assignment nor provide evidence of thoughtful input.

The students did not work as a partnership and did not show evidence of any thought on how to go beyond the sample problems.

Fulfills the minimum requirements of the assignment but does not show evidence of thoughtful input.

Fulfills the minimum requirements of the assignment and demonstrates some thoughtful input.

Exceeds the minimum requirements of the assignment and demonstrates thoughtful input.


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Sample 2

How much data would a teacher collect for evaluation purposes?Does data need to be collected for all students?

Representative sample of all students for whom student goal applies (5-6 students should be sufficient) Students with a range of abilities 5-6 pieces of student work spread over the course of school year

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9th Grade Information Literacy

Students will master the use of digital tools for learning to gather, evaluate and apply information to solve problems and accomplish tasks.

By May 30: 90%-100% of all students will be proficient (scoring a 3 or 4) or higher on 5 of the 6 standards (as measured by 8 items) on the digital literacy assessment rubric.

Teacher Student Goal - QL IAGDs - QL

9th Grade Information Literacy

Students will master the use of digital tools for learning to gather, evaluate and apply information to solve problems and accomplish tasks.

Students will show growth in 4 of the 5 categories of the RAILS Information Literacy Rubric, through 4-6 pieces of work done over the course of the year.


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11th grade English public speaking course

(semester course)

Classroom teacher

Students will improve their oral speaking and presentation skills.

Students will make 6 oral presentations during the course of the semester. Over the 6 presentations, students will show growth in the use of 4 of the 6 skills (including ‘elocution’ and ‘organization & clarity’) on the Presentation Rubric developed by the English department.

grades 9-12 Introduction to Theatre course (semester course)

Classroom teacher

Students will begin to develop voice training, characterization, and performance techniques for the stage.

Students will demonstrate growth in 3 of the 5 criteria on the rubric for an open script performance, through 5-6 such performances during the semester.


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Grade 6 – all students

Library media

specialist

Students will learn , use, and be able to explain how to access information in 5 media formats to complete an inquiry-based research project on the topic of alternative energy sources.

1. LMS will teach, and students will participate in, 3 classes to learn how to access information in 5 different media formats.

2. Of all students who complete project, work will be checked on random sample of 30% to determine if they cited at least 3 media formats to access information.

3. Students receiving instruction (#1) will successfully be able to explain, via a short quiz after the project, how to access such information in 3 of the 5 media formats presented.

Grade 11(40 of 200)

Guidance Counselor

Students will learn about a variety of post-secondary career paths & develop a plan to pursue a path after high school.

1. Guidance counselor will give students a career interest inventory in the fall to identify possible careers.

2. Guidance counselor will lead, and students will participate in, a series of career seminar, based on their interests.

3. Guidance counselor will work with students to develop a plan of action to begin to pursue their career path of interest, which will include steps they can take this year.

4. Students will have successfully completed 2-3 steps of their action plan by June.


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Grade 4 – all students

Reading/LA

Coach

Teachers will learn & implement new strategies to teach students how to analyze literacy & informational texts.

1. Coach will work with 4th grade teachers in a learning/modeling program to :

a. Teach teachers 3-4 strategies for students to use to analyze what they read;

b. Co-teach 3-4 lessons in which students learn to use new strategies;

c. Analyze & evaluate changes in student’s ability over time to analyze what they read.

2. Students will show growth in their performance in the categories of content, vocabulary, and analysis, synthesis, & evaluation on the district Quality Student Work Rubric, as observed by the teacher & coach 3 times during the school year.


Student’s beginning

level of work

Date of work sample 1





Final student growth

rating based on work

Advanced

Proficient

Basic

Below Basic

Student Work ChartSt

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• ‘Student’s beginning level of work’ may be determined via an assessment or sample of work done early in the school year.• Student work ratings are based on the Quality Student Work Rubric. • 5 or more work samples will show a more clear pattern of growth over time.• Under each date of work sample, in the box corresponding to the level of student work, write a brief description of the assignment.

Student Name_______________________________

Class / subject ______________________________

Student learning goal

_____________________________________________________ ________

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How do tests fit into a holistic approach?

Align purpose for using test to skills used from Quality Student Work Rubric; example:• QSWR element – appropriate vocabulary• When choosing / designing test, ask “Do I want to know if students

know what the vocabulary means, or if they can apply it in different contexts?”

Match type of test with skill to be tested; example:• QSWR element – Content• When choosing / designing test, ask “What depth of understanding

of content am I asking students to show?”• Use Bloom’s Taxonomy to help determine match

Analyze relationship between performance on tests and samples of student work

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Examining student work & tests together

Quality Student Work Rubric

StudentWork

Element

Below Basic

Basic Proficient Advanced

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StudentWork

Element

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QSWR elements

ContentOrganization & Clarity

Vocabulary

Test # 11. Theorjdsdslajgdjf

2. ghaljereor ad. Tejrejr

3. Ateajqp[ajaafjthe.

4. Asofdfjerh paeqhql

5. Theljrlejrenrjddjfajhdgajadlfjatjel jrerkle.

1. What aspects of the QSWR elements do the student work samples & test focus on?

2. How do these support each other and complete the picture of student performance?

3. Are there any extenuating circumstances that would affect student performance?

4. Are there any atypical things that show?


StudentWork

Element

Below Basic


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loemkjuzpdg

jahyecvterhj

mlzywiewrh

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ckwqpoldsdf

klwpemiedh

aorlmweth

pleyociecjhd

fipwcxnetht

kieumhfeth

qjdfzaoggg

qxzpejh

pleomng

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StudentWork

Element

Below Basic


cjeddopg

loemkjuerher

jahyecvethe

mlzywieadfh

aswploiehth

lpehgdcakdfh

ckwqpolerh

klwpemieiob

aorlmwbtjr

pleyocieahfh

fipwcxnethet

kieumhfadhc

qjdfzaoetht

qxzpejh

pleomng

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StudentWork

Element

Below Basic


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mlzywieqadh

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ckwqpolafhe

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fipwcxnadhd

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10Quality Student Work Rubric

StudentWork

Element

Below Basic


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aswploipaerth

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ckwqpoleltrt

klwpemirthe

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pleyociekrts

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qjdfzao

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Work sam

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StudentWork

Element

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What are the patterns & trends in performance ?

What control factors need to be considered?

What are the connections between student performance on different pieces of work?

What does the preponderance of evidence say about student growth over time?

What is the overall student growth rating?

A Holistic View of Student Performance

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35

What do we ask / look for through a holistic approach?

What are the patterns & trends in performance ?

What control factors need to be considered?

What are the connections between student performance as shown through different indicators?

Is some evidence more substantive than other evidence? How do I know that?

What does the preponderance of evidence say about student growth over time?

What role did the specialist play in bringing about this growth?

What is the overall student growth rating?

Evaluating Success Through a Holistic Approach

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To determine student / teacher needs, gather data from a variety of sources

Consider ‘control factors’ as you choose your indicators – they will influence what targets will be realistic

‘Point-in-time’ indicators (e.g., pre- and post tests) don’t always show growth

Talk with your evaluator about best practice for evaluation purposes, and use of a process such as the following :

1. Select a representative sample of students / teachers for whom the goal applies;

2. Use several pieces of evidence for each indicator, over the course of the school year

Select targets that are challenging, but realistic for your students / teachers – this might not be the proficient level for everyone

Goals and indicators must be mutually agreed upon District plan must follow guidelines, which set clear expectations

for alignment between specialist’s role, goals, & indicators

Final Thoughts About Goals, Indicators, & a Holistic Approach

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